Mathematics / Year 5 / Number

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Curriculum content descriptions

interpret, compare and order numbers with more than 2 decimal places, including numbers greater than one, using place value understanding; represent these on a number line (AC9M5N01)

Elaborations
  • making models of decimals including tenths, hundredths and thousandths by subdividing materials or grids, and explaining the multiplicative relationship between consecutive places; for example, thousandths are \(10\) times smaller than hundredths; writing numbers into a place value chart to compare and order them
  • renaming decimals to assist with mental computation; for example, when asked to solve \(0.6 ÷ 10\) they rename \(6\) tenths as \(60\) hundredths and say, “if I divide \(60\) hundredths by \(10\), I get \(6\) hundredths” and write \(0.6 ÷ 10 = 0.06\)
  • using a number line or number track to represent and locate decimals with varying numbers of decimal places and numbers greater than one and justifying the placement; for example, \(2.335\) is halfway between \(2.33\) and \(2.34\); that is, \(2.33 < 2.335 < 2.34\) and \(5.283\) is between \(5.28\) and \(5.29\), but closer to \(5.28\)
  • interpreting and comparing the digits in decimal measures; for example, the length or mass of animals or plants, such as a baby echidna weighing \(1.78\) kilograms and a platypus weighing \(1.708\) kilograms
  • interpreting plans or diagrams showing length measures as decimals, placing the numbers into a decimal place value chart to connect the digits to their value
General capabilities
  • Numeracy Numeracy
ScOT terms

Numerical order,  Decimals,  Place value,  Number lines

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The number system extends infinitely to very large and very small numbers Multi-age 3–6 Year B – Unit 6

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This 2-week unit unit develops the big idea that our number system extends infinitely to very large and very small numbers. Students are provided opportunities to: read, partition, rename, represent and order large numbers; recognise, name, compare, order and represent decimals; identify the relationship between addition ...

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This 2-week unit unit develops the big idea that questions can be asked and answered by interpreting data. Students are provided opportunities to: collect data and construct, interpret and compare a range of data displays, including data presented in digital media; interpret and evaluate the effectiveness of various data ...

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The number system extends infinitely to very large and very small numbers Multi-age 3–6 Year B – Unit 1

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This 2-week unit unit develops the big idea that our number system extends infinitely to very large and very small numbers. Students are provided opportunities to: partition, represent and order larger numbers; apply place value to recognise, regroup and order whole and decimal numbers; explore the link between multiplicative ...

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Addition and subtraction problems can be solved using a variety of strategies Multi-age 3–6 Year B – Unit 2

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This 2-week unit unit develops the big idea that addition and subtraction problems can be solved by using a variety of strategies. Students are provided opportunities to: apply place value understanding to solve addition and subtraction problems; identify the connection between addition and subtraction; select and explain ...

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This activity aims to improve student fluency in mentally multiplying and dividing numbers by 10, 100 and 1000.

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This activity allows students to develop an understanding of decimals and how they connect to fractions and the area model. It enables them to make comparisons between decimals and their sizes and build a greater understanding of what makes a larger decimal and smaller decimal. The decimats provide them with a representational ...

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Work sample Year 5 Mathematics: Locating decimals

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Use this video to explore decimal fractions, how they are represented and how we use them in day-to-day contexts.

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Test your understanding of decimal place value with numbers that include hundredths. Receive a starting number, such as 46.87, and work towards turning it into a target number, such as 85.32. Spin a random digit, choose its decimal place value and decide whether to add or subtract the random digit from your starting number. ...

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Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 1 such as 0.7. Adjust units on an area representation and a common fraction. Match three decimals with each tool.

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